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Students create journals and record information throughout the design process. Students complete a project log to submit with their car that details the time and modifications that were made throughout the project. Students are also encouraged to communicate outside of school as they work on their cars.

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Students research solar energy, simple machines, DIY solar car designs. After the initial design and data collection period, teams determine modifications that can be made to improve the performance of their cars.

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Students are given a solar panel, motor and two aligator clips. Students find other materials to use to build their car. They have a $50 limit for materials that they can spend if they choose.

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Students work in teams of 2 to 3 students to create and improve their solar cars

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Analogy

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Marla completed Junior Solar Sprint activities with her 8th graders.
Cheryl plans to use a simpler version of the JSS activities to introduce Energy Transformation to her 6th Graders.

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To be determine by end of 1st semster SY 17-18 with guidance CSILT

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Start with establishing a culture and climate of 21st century teaching and learning . Present the idea of interdisciplinary units to address 21st Century Skills that we want students to achieve.

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Have other teams plan to implement an interdisciplinary PBL. Use Tuesday collaboration time.

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Try to appeal to other grade level teams by sharing our success and other possible projects we can do that are interdisciplinary

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Share single team success (Marla's 8th Grade Team and Cheryl's 6th Grade Team) from 4th QTR SY 16-17

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Discuss and present with Grade Level Teams- how it all applies across our curriculums and interrelates.

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Starting Small with work samples of PBL lessons with our Grade Level Teams in 4th Quarter.
Survey if other teams have done a interdisciplinary PBL in the past.

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Ryukyu Middle School